A World of Genres

Unit Overview

Message to Adult Mentor

This lesson continues a format that is integrated and includes the reading process (literary and informational), writing, spelling and fluency. You will be asked to read aloud and model book handling, left-right reading, expression and fluency. During Guided Oral Reading, the student will read the story orally and work on reading strategies and respond to literature. Spelling words will be introduced during this lesson and a variety of spelling activities will be assigned. There will be opportunities to make words with magnetic letters and learn word families. Writing instruction will continue with a focus on writing sentences and questions. Since daily writing is key to the reading-writing process, time should be set aside daily for a journal entry. Topics for writing in the journal should be self-selected and drawing a picture to accompany the writing is encouraged. The writing journal will be turned in at the end of the course.

Word Power

Sight Word Scrabble

Fluency

Message to Adult Mentor:

Let’s continue to increase sight word vocabulary. These sentences include common words that appear often in text, which children need to know instantly for their reading. In the following sentences, the focus is on the words, which are high frequency words (sight words). If you notice that the student is having difficulty with these words, please practice them throughout the week.

Read the sentences silently, then aloud to your adult mentor. It is important to be able to recognize high frequency words and reading them should become automatic.

1. The yellow light is kind of far away.

2. How long can we keep it clean?

3. If you hurt me, I will not laugh.

4. She can carry that light, little bag.

5. Yes, I will buy ten of those today.

6. Six small cats will sleep by the well.

7. The first ten men to come will sit together.

8. Please show us how full the small bag is.

9. Start together and try to run fast and far.

10. We can get a better look at it today.

Sight Word Building Fun

Sight Word -Word Search

Now answer questions 1-10.

Spelling

Message to Adult Mentor

Please read the following to student:

In this lesson, you will learn to spell words with the final blend -lt. With your magnetic letters, make the following words, saying each word as you make it.

1. bolt	6. welt
2. jolt	7. built
3. colt	8. stilt
4. felt	9. wilt
5. belt	10. melt

Next, the student may choose one or more activities to practice their spelling words each day from the Spelling Menu below!

Unit 33 Spelling Words

Unit 33 Spelling Words
1. bolt	6. welt
2. jolt	7. built
3. colt	8. stilt
4. felt	9. wilt
5. belt	10. melt

Spelling Menu

Click on SPELLING TRAINING to practice your spelling words. Add each of your spelling words to the list, then complete one the activites below the list.

Click on the link below to print a fun activity to help you practice your spelling words!

Spelling Cootie Catcher

Reading Genres

We read different genres differently because they are written for different purposes and organized differently.

Fiction

Fiction is a story with made-up characters and events. Characters are the people, animals, or things in the story. The setting is where a story happens. The plot is the events that happen. Every story has a beginning, a middle, and an end.

Purpose: To entertain with a story

When we read FICTION we look for…

● main character

● setting

● problem/conflict

● solution/resolution

● theme/ lesson learned

Folktales

Nonfiction

Nonfiction gives information and facts about a topic. Nonfiction tells about real people, places, or things. The information is not made up. The title and the first paragraph usually tell what the text is about. The middle part tells more about the topic. The last paragraph summarizes the topic or tells what the author thinks is important. Nonfiction selections often have pictures. Captions give more information about the pictures.

Purpose: to inform or to explain to the reader about a topic using information, facts, and details.

When we read NONFICTION we look for…

● text features

ü title

ü table of contents

ü headings

ü bold print

● main ideas

● facts/ important information

Poetry

ü Some poems have rhyming words. Rhyming words have the same end sound.

ü For example, way and day are rhyming words. Rhyming words may be used at the end of each line, in every other line, or in a different pattern.

ü Some poems have repeated words. Repeated words can be used in different places in a poem. This is called repetition.

ü A rhyming pattern and repetition give a poem rhythm. The rhythmic pattern may be slow or fast.

ü Rhyming words, repetition, and rhythmic patterns help make an image. An image is a picture in your mind.

Purpose: to entertain with feelings, descriptions, or a story

When we read POETRY we look for…

● form

● speaker

● topic

● figurative language

● emotions

● rhyme / rhythm

● theme/ lesson learned

Drama

Purpose: to entertain, to teach a lesson, or to reenact history

When we read DRAMA we look for…

● cast of characters

● setting

● script: acts / scene

● dialogue

● props

● stage directions

● theme/ lesson learned

Purpose: to entertain, to teach a lesson, or to reenact history

Strategy Chant

Poetry has stanzas and lines.

Sometimes it might even rhyme.

Figurative language, rhythm, emotions, too.

Theme and speaker, it’s what you do!

Fiction and Folktales

Have paragraphs and dialogue- they’re stories.

Find the elements: main character, setting,

conflict, solution, lesson learned.

Drama tells a story too.

Stage directions say what the actors do.

Cast of characters and props in hand,

find the five elements to understand.

Nonfiction: information and facts,

Headings and photos are where it’s at.

Find main ideas, and details.

Decide on a topic, do your best.

Questions! - Circle words!

Mark your – evidence!

CHOOSE THE ANSWER THAT IS … THE BEST!

Reading for Meaning Bookmarks

Genres of Literature Flashcards

Now answer questions 11-20.

Writing- Grammar

Mixed Review

Now answer questions 21-30.

schoolline1 pencils

Spelling Test

Message to Adult Mentor

Please feel free to use the sentences below or create your own!

Read the following instruction to student:

Now it is time to take your spelling test. Number your writing paper to ten. Your adult mentor will read the screen and say each spelling word as you write them. Then, read the sentence provided. You will send your paper to the VLA Teacher to be checked. Please send it on Friday.

SPELLING TEST
1.	bolt	We saw the bolt of lightning soar through the sky.
2.	jolt	After sliding across the floor in her socks, Sam felt a jolt of static electricity when she touched my arm.
3.	colt	Sugar was the first colt born on the farm.
4.	felt	Carmen felt her face growing warm.
5.	belt	Brady was so excited about his new belt buckle.
6.	welt	The ball hit her so hard that it left a welt on her leg.
7.	built	The boys built a fort and hid from the girls.
8.	stilt	The clown rested on his stilt as he watched the elephant balance on the ball.
9.	wilt	The roses will wilt if they are not kept watered.
10.	melt	It is supposed to be warm enough tomorrow for the snow to melt.

Now it is time to take your spelling test! Number your writing paper to ten. Your adult mentor will read the screen and say each spelling word as you write them. Then, read the sentence provided. You will send your paper to the VLA Teacher to be checked. Please send it on Friday.

Now answer question 31.

Cursive Writing

This writing lesson will focus upon writing about swimming, watering plants, giving light to the plants and red roses. Let’s get moving. Lots of fun awaits you!

We will start with the cursive letter “D.”

Look carefully at the following animated cursive “D.”

With your mentor’s help, read the chart below. It tells exactly how to form the cursive letter "D."

D_table

Next, look at the animated “D” again. As you look at it, trace the strokes in the air. Do this 5 times, or more, if you would like.

Next, practice writing the letter on paper. Click on this link PDF File to retrieve and print a worksheet for practice. You will send this sheet to your VLA Teacher on Friday.

Now answer question 32.

Let’s move on to the cursive letter “P.”

Look carefully at the following animated cursive “P.”

With your mentor’s help, read the chart below. It tells exactly how to form the cursive "P" is formed.

P_table

Next, look at the animated “P” again. As you look at it, trace the strokes in the air. Do this 5 times, or more, if you would like.

Next, practice writing the letter on paper. Click on this link PDF File to retrieve and print a worksheet for practice. You will send this sheet to your VLA

Teacher on Friday.

Now answer question 33.

Let’s move on to the cursive letter “B.”

Look carefully at the following animated cursive “B.”

With your mentor’s help, read the chart below. It tells exactly how to form the cursive "B."

B_table

Next, look at the animated “B” again. As you look at it, trace the strokes in the air. Do this 5 times, or more, if you would like.

Next, practice writing the letter on paper. Click on this link PDF File to retrieve and print a worksheet for practice. You will send this sheet to your VLA Teacher on Friday.

Now answer question 34.

Let’s move on to the cursive letter “R.”

Look carefully at the following animated cursive “R.”

With your mentor’s help, read the chart below. It tells exactly how to form the cursive "R."

R_table

Next, look at the animated “R” again. As you look at it, trace the strokes in the air. Do this 5 times, or more, if you would like.

Next, practice writing the letter on paper. Click on this link PDF File to retrieve and print a worksheet for practice. You will send this sheet to your VLA Teacher on Friday.

Now answer question 35.